This dissertation examines the social and discursive relations and processes that come into play in one preservice teacher's construction of a pedagogical practice. The study employs a Foucauldian genealogical analysis to map the relations of power, such as the state, cooperating teacher, and the elements that compose the teacher education program, that impose an individual/psychological discourse upon her discursive and pedagogical field. Alongside understanding the network of relations that exercise power, the study also charts the social and discursive relations that the preservice teacher interjects into the network of relations that inform and legitimate her pedagogy. The study illuminates how the preservice teacher mediates and negotiates what these relations hand her through a dynamic process of summoning the various discursive and social relations that she brings to the social context. The dissertation describes how this process results in the displacement, or what the author calls cultural enunciation, of the discourses and assemblages of practices that the network of power relations have imposed on her. Hence, this study shows that preservice teachers' pedagogical practices are constructed within a tension of having a network of relations impose the national cultural discourse of the individual/psychological and the multiple and, often times, contradictory relations and discourses that preservice teachers interject into the network of relations.